Level Of Academic Achievement Research Articles

Association of Physiological Performance, Physical Fitness, and Academic Achievement in Secondary School Students.

This study aimed to compare the physiological performance and physical fitness based on the academic achievement levels of secondary school students and to explore the effect of gender on the relationship between physiological performance, physical fitness, and academic achievement. In this cross-sectional study, 304 children aged 13-14 years were recruited. To assess physical fitness, students performed a 20 m sprint test, a pro-agility test, a one-mile endurance run/walk test, and a countermovement jump test. At the end of the one-mile endurance run/walk test, the estimated VO2peak value of the participants was calculated. The physiological performance of the students was determined by measuring their resting heart rate and blood pressure. Students were grouped into three categories based on their academic achievement levels. The assessment of academic achievement considered their scores from the previous academic year. The scores were divided into three levels: poor (average score of 69 points or less), average (scores ranging from 70 to 84 points), and good (scores of 85 points or higher). The study revealed a notable disparity among students' VO2Max measurements based on their academic achievement (F = 8.938, p < 0.001, η2 = 0.056). However, we observed that the group with poor academic achievement displayed lower diastolic blood pressure values than the groups with average and good performances. Finally, no significant gender differences were evident in the relationship between academic achievement and any of the physical and physiological parameters.

Stimulus shapes strategy: Effects of stimulus characteristics and individual differences in academic achievement on the neural mechanisms engaged during the N-back task

This fMRI study of 126 youth explored whether the neural mechanisms underlying the N-back task, commonly used to examine executive control over the contents of working memory, are associated with individual differences in academic achievement in reading and math. Moreover, the study explored whether these relationships occur regardless of the nature of the stimulus being manipulated in working memory (letters, numbers, nonsense shapes) or whether these relationships are specific to achievement domain and stimulus type (i.e., letters for reading and numbers for math). The results indicated that higher academic achievement in each of reading and math was associated with greater activation of dorsolateral prefrontal cortex in the N-back task regardless of stimulus type (i.e., did not differ for letters and numbers), suggesting that at least some aspects of the neural mechanisms underlying these academic domains are executive in nature. In addition, regardless of level of academic achievement, prefrontal regions were engaged to a greater degree for letters than numbers than nonsense shapes. In contrast, nonsense shapes yielded greater hippocampal activation than letters and numbers. Potential reasons for this pattern of findings are discussed.

Examining the Existence of Cognitive Thresholds in Highly Quantitative College Courses.

While the dominant finding indicates a monotonic relationship between cognitive ability and academic performance, some researchers have suggested the existence of cognitive thresholds for challenging coursework, such that a certain level of cognitive ability is required for reaching a satisfactory level of academic achievement. Given the significance of finding a threshold for understanding the relationship between cognitive ability and academic performance, and the limited studies on the topic, it is worth further investigating the possibility of cognitive thresholds. Using a multi-institutional dataset and the necessary condition analysis (NCA), we attempted to replicate previous findings of cognitive thresholds on the major GPA of mathematics and physics-majored students, as well as the course grade of organic chemistry, to examine whether high SAT math scores constitute a necessary condition for obtaining satisfactory grades in these courses. The results from the two studies do not indicate an absolute cognitive threshold point below which students are doomed to fail regardless of the amount of effort they devote into learning. However, we did find that the chance of students with a low level of quantitative ability to succeed in highly quantitative courses is very small, which qualifies for the virtually necessary condition.

A STUDY ON SOCIO ECONOMIC STATUS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS

The main objective of this research is to study the level of socio-economic status of high school students in relation to their academic achievement. This study involves a survey method. The sample size of the study was 200 high school students who were selected through random sampling technique. The main hypotheses of the study are the level of socio-economic status among high school students in relation to their academic achievement. There is no significant difference between the mean score on the level of socio-economic status in relation to their academic achievement among high school students with respect to their demographic variables such as gender, school location, family types and birth order. The statistical procedures used in this study were; Mean, standard deviation, t test and F-test to analyze the data. Major findings of the study: i). The level of socio-economic status and academic achievement among high school students is above average. ii). Male high school students are significantly higher than female students in terms of socio-economic status and academic achievement. iii). Rural and urban high school students were found to be similar in level of socio-economic status in relation to their academic achievement. iv). Individual families of high school students have significantly higher socio-economic status relative to their academic achievement than joint families. v). Consequently, there is no significant difference in the level of socio-economic status among high school students with respect to their birth order in relation to their academic achievement. My conclusion is that the present study reveals that the level of socio-economic status and academic achievement among high school students is above average. KEYWORDS: Socio-Economic Status, Health Status, Environment, Academic Achievement, High School Students.

PENGARUH PERSEKITARAN RUMAH, PENGLIBATAN IBU BAPA, DAN KEPUASAN MURID DALAM PENCAPAIAN AKADEMIK MATA PELAJARAN SEJARAH

This study aims to examine the influence of the home environment, parental involvement, and student satisfaction on academic achievement in History subjects among Orang Asli Pantai students in Malaysia. Involving 63 respondents from two schools in the Batu Pahat area, this study used a quantitative methodology by collecting data through probe questions. Data analysis was carried out using SPSS version 26. The results of the study show the level of availability of a simple home environment, with variations in completeness and environmental conditions that facilitate review sessions. Parents' involvement in their children's learning shows a modest level, with strong support in providing facilities and encouragement, but less so in aspects of reviewing exercise books and attending school Open Days. The level of student satisfaction with parents, teachers and the school environment is high, but regression analysis shows an insignificant relationship between this level of satisfaction and academic achievement in the History subject. These findings emphasize the need for a more holistic approach in understanding the factors that influence student academic success, especially in the context of Indigenous and minority education. This study provides insight into the complexity of the relationship between environmental factors, family support, and educational satisfaction on academic achievement, and suggests the importance of comprehensive and layered interventions to improve the academic achievement of Orang Asli Pantai students in History subjects. In conclusion, this study shows that despite the influence of home environment availability, parental involvement, and student satisfaction, these relationships vary in strength and significance, indicating the need for a more inclusive and holistic approach to education.

Investigation of Preservice Science Teachers’ Attitudes Towards Nanotechnology According to Various Variables

This study aims to examine the attitudes of preservice science teachers towards nanotechnology according to various variables such as gender, class level, and academic achievement. The cross-sectional survey method was employed in the study. The sample of the study consists of 199 preservice science teachers (170 females, 29 males). The used data collection tool is the Attitude Scale Towards Nanotechnology consisting of three sub-components (positive, negative, and utility). Descriptive statistics including mean and standard deviation scores were used in the descriptive analysis of the data, while Independent Samples t-test and ANOVA were used in the inferential analysis. According to the results, it was observed that the attitudes of preservice science teachers towards nanotechnology were at a “high” level. When the attitudes of preservice science teachers towards nanotechnology were examined according to the gender variable, it was determined that male preservice science teachers had a higher average attitude score than female preservice science teachers. When the attitudes were examined based on the class level variable, it was observed that the preservice science teachers in the 3rd year of education had the highest average attitude score, while those in the 2nd year had the lowest average attitude score. Regarding the academic achievement level variable, it was observed that the preservice science teachers with high academic achievement had a higher average attitude score than those with low academic achievement.

잠재프로파일 분석을 통한 진로성숙도 및 학업성취도에 따른 중학생 유형 분류 및 영향요인 분석

Objectives The purposes of this study were to classify the latent profiles of Korean middle school students’ career maturity and academic achievement and also to explore the influence of relevant factors on the identified latent profiles.&#x0D; Methods For this purpose, 6,618 responses of the fifth band of the elementary 5 panel (9th grade) of Korea Education Longitudinal Study (KELS) were analyzed. The study analyzed the influence of variables such as personal characteristics, family environment, and school experience in predicting the latent profiles of middle school students' career maturity and academic achievement levels.&#x0D; Results The latent profiles of South Korean middle school students' career maturity and academic achievement were classified into five categories: lower career-lower academic group, upper group, middle group, lower group, and upper career-lower academic group. The forms of these profiles were found to be distinct. The verification of influencing factors revealed that gender, creativity, self-management, parental support, interaction with parents, attitude towards lessons, teachers' pressure for achievement, teacher relationships, and peer relationships all had significant impacts.&#x0D; Conclusions Based on these results, contemplation on the direction of middle school education in South Korea was discussed, along with academic understanding of the relationship between middle school students' career maturity and academic achievement. Additionally, implications for various support measures were also deliberated.&#x0D;

Enhancing learning motivation and academic achievement in nursing students through metaverse-based learning: A randomized controlled study.

Generation Z students do not get much benefit from traditional distance education methods. Instead, they need new platforms and methods that will motivate them and increase their success. A randomized controlled study was performed on 42 students. The experimental group students were presented with metaverse, and the control group students were taught the distance education course. In this study, in the students' Instructional Materials Motivation Survey, the mean scores of both the experimental and control groups exhibited no significant difference before the intervention. Regarding the effect of metaverse-based learning on students' Instructional Materials Motivation Survey, the mean score of the control group was 82.55 ± 13.18, and the mean score of the experimental group was 96.52 ± 9.54 and there was a significant difference between groups after the intervention. When the academic achievement levels of the groups were examined, it was determined that the experimental group scored 76.57 ± 13.33 and the control group received 64.40 ± 16.42 points. It was determined there was a significant difference between the groups in terms of learning motivation and academic achievement. The study results show that the participants accepted the important role of metaverse as an effective learning method compared to traditional distance education methods. It is recommended to expand the use of metaverse in various fields of nursing education.

The mental health of college students and the level of academic achievement: Knowledge about psychological well-being, self-control, and college learning

The mental health of college students and the level of academic achievement: Knowledge about psychological well-being, self-control, and college learning

Belonging, Enjoyment, Motivation, and Retention: University Students’ Sense of Belonging Before and During the COVID-19 Pandemic

University students with a higher sense of belonging have previously been found to experience higher levels of academic engagement, motivation, achievement, and self-confidence. This article compares findings from a survey on student sense of belonging and retention distributed to Australian students prior to the COVID-19 pandemic in 2019 ( n = 570) and during the COVID-19 pandemic in 2021 ( n = 620). At both time points, students who considered dropping out of university had a significantly lower sense of belonging than those who had not considered leaving their studies before completion. Sense of belonging was positively correlated to levels of enjoyment and motivation in university. For students whose parents had both completed university, levels of belonging were found to be significantly higher than first-generation students prior to, but not during, the COVID-19 pandemic. Belonging is connected to students’ self-reported enjoyment of learning. When students feel connected to their university community, they are more likely to continue their studies.

Involvement of Working Parents in Students’ Academic Achievement: Basis of Support Programs

The study aimed to determine the level of involvement of working parents and the level of seriousness of the problems they encountered in modular distance learning. It sought to test whether there is a significant relationship between the academic achievement of the students and their parents’ level of involvement. This study utilized a descriptive-correlational research design with a questionnaire as a data-gathering tool. Results show that working parents are highly engaged in the new learning modality while their children manifested a satisfactory level of academic performance. The relationship between the overall level of parents’ involvement and level of academic achievement was found insignificant, but coaching and tutoring, and monitoring students’ compliance flagged a significant relationship with academic achievement. A set of programs was proposed to address problems experienced by parents such as poor internet connection, insufficient resources at home, unclear instructions in the self-learning modules, and distraction from gadgets.

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

Combining physical and physical education curricula with curricula Its impact on school achievement and the social adaptation of middle school

&#x0D; Sports activity is an educational activity that works to educate young people with a balanced and integrated education in terms of: emotional, social, physical and mental, through various sports programs and fields under the supervision of a specialized leadership that works to achieve the goals of sports activity in a way that contributes to achieving the general goals of physical education in the stages of general education. One of the general foundations of the state's general educational policy. Study objectives: The effect of integrating physical education and sports curricula into the basic curricula. Developing, supporting and enhancing the positive psychological and social aspects through physical activity.Developing and maintaining health-related physical fitness components Recommendations:_ This study contributes to the interest in the curricula of physical education and sports because of its great impact on the level of academic achievement, raising the morale of male and female students, developing the spirit of cooperation and overcoming the problems of social adaptation between male and female students._ Practicing the activity of physical education and sports and integrating them with the basic curricula (science - English language - social studies - mathematics) helps students to acquire the skills of academic achievement and excellence in various basic school subjects._ Practicing the activity of physical education and sports helps students to acquire many skills in all physical, mental, social and moral aspects, as it helps students to adapt socially.&#x0D; &#x0D;

Level of Stress, Coping Strategies and Academic Achievement of College Students during HyFlex Learning

Effective stress management strategies correlate with improved academic performance in college students, yet inconsistent findings in existing research warrant further investigation. This study explored the intricate interplay between stress levels, coping mechanisms, and academic achievement in HyFlex learning. A stratified random sample of 111 students from five specializations within the Bachelor of Secondary Education program participated. Utilizing a descriptive-correlational design, data were collected through validated self-report questionnaires and a weighted general average. Subsequent descriptive statistics and bivariate correlation analysis revealed moderate stress levels among participants who preferred task-oriented coping strategies. Interestingly, a significant positive association was observed between stress levels and academic achievement and emotion-oriented coping, while a negative correlation emerged between stress and task-oriented coping. Avoidance-oriented coping, conversely, displayed a significant negative association with academic success. These findings underscore the crucial role of educational institutions in providing robust support mechanisms for stress management and cultivating a task-focused learning environment to optimize student well-being and academic performance within the HyFlex model.

A HEAP of Perceived Parental Expectations: College Students’ Experience of High Expectations

It can be beneficial for parents to adopt high expectations for their children in school, however high parental expectations have also been linked with heightened levels of student distress and lower academic achievement among college students. To begin to understand this complex relationship, in Study 1 we first developed and validated the High Expectations for Academic Performance (HEAP) scale in adult students. In this scale we distinguish between college students’ perceptions of three types of objectively high academic expectations held by their parents: (1) their parents’ beliefs about their ability to earn top grades (ability beliefs), (2) their parents’ realistic predictions that they will earn top grades (predictions), and (3) their parents’ imposed demands that they earn top grades (demands). In Study 2 we investigated how each of these perceived expectations related to students’ academic achievement. Notably, different associations emerged. Student performance was most strongly associated with perceived parent predictions that students would earn top grades, followed by perceived parent beliefs that students could earn top grades. In contrast, perceived parental demands for top grades were not significantly associated with performance. Implications of this new taxonomy of perceived parental academic expectations and recommended use of the accompanying scale are discussed.

Pengaruh Keaktifan Berorganisasi terhadap Prestasi Akademik Mahasiswa di Unit Kegiatan Kerohanian Universitas Negeri Padang Tahun 2023

This research is motivated by the many achievements achieved by students of the Unit Kegiatan Kerohanian, both in academic and non-academic fields. Even though they are active in organizations, this does not reduce the achievements they have achieved. This research aims to: 1) determine the level of student organizational activity in the Padang State University Spiritual Activity Unit in 2023; 2) determine the level of student academic achievement in the Padang State University Spiritual Activity Unit in 2023; and 3) determine the influence of student organizational activity on academic achievement in the Unit Padang State University Spiritual Activities in 2023. This research uses quantitative correlational methods. The population of this study was 60 people. The sampling technique for this research is non-probability sampling, or saturated sampling, namely all 60 UKK students. Data collection was carried out through questionnaires. Data analysis uses hypothesis testing, with organizational activity (X1) as the independent variable and academic achievement (Y) as the dependent variable, using IBM SPSS Statistics 26. Based on the research results obtained through questionnaires, 1) In the F test, there was a result of 8.788 with a significance of 0.004. So Fcount is 8.788&gt;4.001 and sig.0.004&lt;0.05, which means that there is an influence between organizational activity and academic achievement. 2) In the results of the coefficient of determination, there is an R square of 0.132 (13.2%), so there is still an influence of other variables of 86.8%.

The Effect of Brain-Based Learning Strategy on the Development of Academic Achievement Levels in Biology Course amongst Tenth Grade Students

The purpose of this study was to demonstrate the impact of brain-based learning strategy as an instructional strategy on the academic achievement level among tenth grade students in the field of life sciences. The researchers adopted a quasi-experimental approach. Four-eighty male and female students are participants of this study. The school was chosen randomly from the Latin Patriarchate Mixed Schools in Jordan because the school administration agreed to collaborate with the researcher. The sample was divided into two groups: Group A, the experimental group taught the brain-based learning strategy, and Group B, the control group taught the conventional strategy. To achieve the objectives of the research, the researcher prepared the teacher's guide and the suitable activities for the new strategy. After the preparation, the researchers used pre-test and post-test for measuring the academic achievement level of the students. The data was analyzed using descriptive statistics, one-way and two-way analysis of variance. The results show that there is a relationship between overall and detailed level academic achievement students' outcomes and the groups. The results also indicate no significant difference between genders in the study due to interaction with the strategy in teaching life sciences and the overall and detailed level as domains of analysis. The researcher formulated some recommendations, by the study's results, that the brain-based learning strategy helps the academic achievement levels in the teaching of life sciences.

The Influence of Peer and Parental Pressures to the Academic Achievement of Grade 11 Students: A Quantitative Analysis

This study dealt with the influence of peer and parental pressure on the Academic Achievement of grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of peer pressure, parental pressure and academic achievement in terms of their respective indicators, the significant difference between peer pressure, parental pressure and academic achievement, and what domains of peer pressure and parental pressure substantially influence academic achievement. Also, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a low level of peer pressure and a low level of parental pressure among Grade 11 students in terms of yielding to peer pressure, resistance to peer pressure, and peer encouragement as to Peer Pressure; and Self-efficacy, Creativity and Self-esteem as to Parental Pressure. Likewise, results showed a high level of academic achievement in Grade 11 students regarding mastery approach goal, performance approach goal and performance avoidance goal. In addition, there is a negligible correlation, and significant relationship between peer pressure and academic achievement. Hence, this leads to rejection of the null hypothesis. On the other hand, parental pressure and academic achievement shows no correlation and no significant relationship. Thus, this leads to not rejecting of the null hypothesis. Also, all domains of peer pressure and parental pressure showed a low rating as perceived by students. Thus, less evident peer pressure can subtly influence individuals to conform to social norms, affecting their choices and behavior. Parental pressure, when infrequent but intense, may create stress and impact decision-making, influencing a person’s life choices.

Influence of Job Stressors on The Quality of Work Life Among Coaches and Chaperone

This study aimed at determining domains in the job stressors that significantly influence the “quality of work life among coaches and chaperone. The non-experimental quantitative research was utilized in this undertaking. There were 150coaches and chaperone who are also teachers in Mati City Division with distinct range of working experiences and level of academic achievements from one year and above, who participated in this study as respondents. The Mean, Pearson-r and Regression Analysis were used as the statistical tools employed for the interpretation of the data gathered. The result of this undertaking revealed that the level of job stressors was high among coaches and chaperone in terms of job stress scale, co-worker support, role expectation conflict, and work life balance. Also, it was revealed that the level of quality of work life was high in terms of work environment, relation and cooperation, job satisfaction and job security, organization culture and climate, training and development, compensation and reward, autonomy of work, adequacy of resources, and facilities. Moreover, the result revealed that job stressors were significantly related to quality of work life among coaches and chaperone. It was also found that job stress scale and coworker support as job stressors were significantly influenced the quality of work life.

Predictors of academic achievement in distance learning for Sudanese nursing students

Objective: To investigate the factors that influence undergraduate Sudanese nursing students' academic achievement. Methods: An online survey was conducted among 235 Sudanese nursing students using several scales and questionnaires to assess cognitive, affective, and psychomotor domains of academic achievement, self-regulated learning (S.R.L.), engagement, academic stress, and grade point average (GPA). A hierarchical multiple linear regression model was used to identify the predictors of academic achievement. Results: Academic achievement was significantly correlated with SRL (r = 0.588, p&lt;0.001), engagement in distance learning (r = 0.476, p &lt; 0.001), academic stress (r = 0.355, p&lt;0.001), and GPA (r = 0.162, p=0.02). No significant correlation was found between academic achievement level and demographic or learning experience variables, participating in a learning support program, voluntary study meetings, and receiving learning counseling. Engagement in distance learning and SRL were identified as significant predictors of academic achievement, with adjusted R2 values of 0.216 and 0.377, respectively. Conclusion: The study highlights the importance of engagement in distance learning and SRL among Sudanese nursing students in the context of distance learning. The nursing institutions need to develop effective strategies to enhance students' engagement and SRL skills to promote academic success in distil learning.